INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
How can we announce events that are going on with iTeach/iLearn? How can we make our Squad be known around the school?
You will have a chance to advertise for iTeach/iLearn and our Squad by creating flyers that we can post around the school.
Teaching
Show how to format text, use word art, add pictures, center text, and add a page border.
Guided Practice
Model how you want the flyer to look.
WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have: “Take the next 30 minutes to..., and then we will come back together and share.”
Participant Activity
Participants will... Step 1 Open up Microsoft Word Step 2 Add a title for the flyer and make it eye catching using big font or word art. Step 3 Add a picture. Step 4 Add details Step 5 Add a page border
Step 6 Save and Print Flyer
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that participants are on track and following directions.
Take note of particularly good examples of work that can be presented during the Share. SHARE(Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion about how this work addresses the focusing questions.
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
Creating Flyers with Microsoft Word.
SETTING THE STAGE (To be reviewed before the session begins.)
Session Overview
In this session, participants will be able to create flyers using Microsoft Word.
Focusing Questions
How can I create an attractive flyer?
How can my flyers bring attention to the iTeach/iLearn program?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Smartboard
Resources
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
How can we announce events that are going on with iTeach/iLearn? How can we make our Squad be known around the school?
You will have a chance to advertise for iTeach/iLearn and our Squad by creating flyers that we can post around the school.
Teaching
Show how to format text, use word art, add pictures, center text, and add a page border.
Guided Practice
Model how you want the flyer to look.
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have:
“Take the next 30 minutes to..., and then we will come back together and share.”
Participant Activity
Participants will...
Step 1 Open up Microsoft Word
Step 2 Add a title for the flyer and make it eye catching using big font or word art.
Step 3 Add a picture.
Step 4 Add details
Step 5 Add a page border
Step 6 Save and Print Flyer
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that participants are on track and following directions.
Take note of particularly good examples of work that can be presented during the Share.
SHARE (Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion about how this work addresses the focusing questions.
ACKNOWLEDGEMENTS
Author: Michelle Santana
Email: msantana2@schools.nyc.gov
School/Employer: I.S. 192
Title: Tech Coach/Depot Manager/iSquad Facilitator/eChalk Advisor
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.